Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
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Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
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for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
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regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the cu
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State Standards
Embedded Standards
Learning Outcomes
Resources*
Core Ideas
Unit 1.1 Properties of Matter - 3 weeks
Academic vocabulary: atom, atomic mass, atomic number, chemical change, density
GLE 0807.9.2: Explain that
matter has properties that are
determined by the structure and
arrangement of its atoms.
GLE 0807.Inq.2: Use appropriate
tools and techniques to gather,
organize, analyze, and interpret
data.
Use appropriate tools and
techniques to measure mass,
volume, and temperature of
matter.
GLE 0807.9.3: Interpret data
from an investigation to
differentiate between physical
and chemical changes.
GLE 0807.Inq.1: Design and
conduct open-ended scientific
investigations.
Design and conduct
investigations to determine the
physical and chemical properties
of matter.
GLE 0807.Inq.5: Communicate
scientific understanding using
descriptions, explanations, and
models.
GLE 0807.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
Calculate the density of matter
using data collected in an
investigation.
Compare densities of matter,
using a density column, tank of
water, and mathematics.
Tennessee Holt Science and
Technology TE, Chapter 7
Section 1: What is Matter? and
Section 2: Physical Properties
and Section 3: Chemical
Properties p. 180-199.
Glencoe Tennessee Science 8;
Chapter 4 p. 98-125; Chapter 5
126-151.
STCMS Properties of Matter TG:
Lessons 2-4, p. 15-48.
STCMS Properties of Matter
Content related real-life articles
SG
•
Archimedes' Crowning
Distinguish between physical and Moment pp. 22-23
•
Why did the Titanic
chemical changes.
Float? p. 28-29
•
Deadly Density p. 34
•
Air Heads p.35-37
NGSS Practice 3: Planning
and carrying out investigations
NGSS Practice 4: Analyzing
and interpreting data
NGSS Practice 5: Using
mathematics and
computational thinking
Writing: Support claims with
logical reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
Reading: Follow precisely a
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks.
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Writing: Use precise language
and domain- specific
vocabulary to inform about or
explain the topic
Unit 1.2 Phases of Matter, 2 weeks
Academic vocabulary: solid, liquid, gas, mixture, pressure, temperature, volume
GLE 0807.9.1: Understand that
all matter is made up of atoms.
GLE 0807.9.2: Explain that
matter has properties that are
determined by the structure and
arrangement of its atoms.
GLE 0807.9.3 Interpret data from
an investigation to differentiate
between physical and chemical
changes.
GLE 0807.Inq.2: Use appropriate
tools and techniques to gather,
organize, analyze, and interpret
data.
GLE 0807.Inq.1: Design and
conduct open-ended scientific
investigations.
GLE 0807.Inq.5: Communicate
scientific understanding using
descriptions, explanations, and
models.
GLE 0807.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
GLE 0807.9.5: Apply the
chemical properties of the
atmosphere to illustrate a mixture
of gases.
GLE 0807.Inq.4 Recognize
Design and conduct
investigations to determine the
effects of changes in
temperature, pressure and
volume on the density and state
of matter.
Tennessee Holt Science and
Technology TE, Chapter 8,
Section 1: Three States of
Matter and Section 2: Behavior
of Gases and Section 3:
Changes of State p. 208 - 223
Evaluate the relationships
between pressure, volume and
temperature of a gas.
Glencoe Tennessee Science 8;
Chapter 6 p. 152-183.
Construct graphics that illustrate
the energy changes during a
phase change.
Diagram and explain the
behavior of particle movement in
solids, liquids, and gases.
Explain how the chemical
STCMS Properties of Matter TG:
Lessons 6 – 9, p. 65 - 109.
NGSS Practice 3: Planning and
carrying out investigations
NGSS Practice 2: Developing
and using models
NGSS MS-PS1-4: Develop a
model that predicts and
describes changes in particle
motion, temperature, and state
of a pure substance when
thermal energy is added or
removed.
Writing: Support claims with
logical reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
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possible sources of bias and
error, alternative explanations,
and questions for further
exploration.
makeup of the atmosphere
illustrates a mixture of gases.
Reading: Follow precisely a
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks.
Writing: Use precise language
and domain- specific
vocabulary to inform about or
explain the topic.
Unit 1.3 Elements, Compounds, and Mixtures, 3 weeks
Academic vocabulary: atom, atomic number, element
GLE 0807.9.1: Understand that
all matter is made up of atoms.
GLE 0807.9.4: Distinguish
between elements, compounds,
and mixtures
GLE0807.9.6: Use the periodic
table of elements to determine
the characteristics of an element.
GLE 0807.Inq.1: Design and
conduct open-ended scientific
investigations.
Design and conduct an
investigation to discriminate
between types of mixtures.
GLE 0807.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
Demonstrate that the properties
of a compound are different from
the properties of its component
elements.
Differentiate between elements
and compounds using chemical
symbols and formulas.
Relate the word “element” to
“compound” and “atom” to
Tennessee Holt Science and
Technology TE, Chapter 9,
Section 1: Elements and Section
2: Compounds and Section 3:
Mixtures p. 232-249.
Chapter12, Section 1: Electrons
and Chemical Bonding p. 314317.
Glencoe Tennessee Science 8;
Chapter 7 p. 190-213; Chapter 8
p.220-249; Chapter 11 p. 306320.
STCMS Properties of Matter TG:
NGSS Practice 7: Engaging in
argument from evidence
NGSS Practice 8: Obtaining,
evaluating, and communicating
information
NGSS Practice 1: Asking
questions and defining
problems
NGSS Practice 3: Planning
and carrying out investigations
Writing: Support claims with
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“molecule.”
Lessons 11, 15-17, and 20, p.
125-134, 161-192, and 227-240.
Demonstrate a variety of
methods to separate the
components of compounds and
mixtures.
Justify the classification of
mixtures and compounds by their
properties.
logical reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
Reading: Follow precisely a
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks.
Writing: Use precise language
and domain- specific
vocabulary to inform about or
explain the topic.
TOOLBOX
Unit 1.1 Properties of Matter, 3 weeks
Unit 1.1
Properties of
Matter
American Chemical Society (ACS) Lesson about Density: Students will be able to calculate the density of different cubes and use these values to identify the
substance each cube is made of. Students will be able to explain that the size, mass, and arrangement of the atoms or molecules of a substance determine
density. http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson1
Plans
ACS lesson about density of solids: Students will investigate a wax candle and a piece of clay to understand why the candle floats and the clay sinks even
though the candle is heavier than the piece of clay. Students will discover that it is not the weight of the object, but its density compared to the density of water,
that determines whether an object will sink or float in water. http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson4
ACS lesson about density of liquids: Students will observe three household liquids stacked on each other and conclude that their densities must be different.
They will predict the relative densities of the liquids and then measure their volume and mass to see if their calculations match their observations and predictions.
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http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson5
Teacher’s Lesson plans, labs, notes, homework. http://betterlesson.com/community/unit/15360/matter You will need to create an account.
Video and printed material for all Chemical and Physical Science http://www.gpb.org/chemistry-physics/students/all
Unit 1.1
Properties of
Matter
Background
for
Teachers
Unit 1.1
Properties of
Matter
Other
Resources
If you've been assigned to teach principles of chemistry, but haven't studied the topic recently (or perhaps ever!) consult the following website and select the
topics for review: http://www.inquiryinaction.org/chemistryreview/
Good general website for background information: http://phet.colorado.edu/
Chemistry related middle school science resources: http://www.science-class.net/archive/science-class/Chemistry/Chemistry.htm and
http://www.middleschoolscience.com/chemistry.htm
Online Density Quiz. Students determine the units, tools, and how to calculate density. http://www.quia.com/quiz/1145135.html?AP_rand=1573855015
An online quiz requires students to classify each given change as physical or chemical. There are no tutorials to assist struggling learners.
http://www.quia.com/quiz/303980.html
This website gives definitions, examples and general information about matter.
http://www.chem4kids.com/files/matter_intro.htmlhttp://www.chem4kids.com/files/matter_intro.html
Information about Physical and Chemical changes: http://www.chem4kids.com/files/matter_chemphys.html
Information about atoms: http://www.chem4kids.com/files/atom_structure.html
Other
Resources
(cont’d)
A collection of websites for answering the question "How can physical properties be used to identify matter?"
http://www.scilinks.org/Harcourt_Hsp/HspStudentRetrieve.aspx?Code=HSP513
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Unit 1.2 Phases of Matter, 2 weeks
Unit 1.2
Phases of
Matter
Plans
American Chemical Society (ACS) lesson plan for melting: Students will see a small piece of ice melt on an aluminum surface. Students will explain the energy
transfer and molecular motion which cause the change in state from a solid to a liquid. Students will see and discuss an animation of ice melting and compare
the state changes of water to the state changes of other substances. They will also investigate sublimation of dry ice through a teacher demonstration, or video if
dry ice is not readily available. http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson5
ACS lesson about solids: Students will see a demonstration with a metal ball and ring showing that heat causes atoms to spread a little further apart. They will
also see that cooling a solid causes the atoms to get a little closer together. The same rules they discovered about liquids also apply to solids.
http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson4
ACS Lesson about gases: This lesson focuses on molecular motion in gases. Students compare the mass of a basketball when it is deflated and after it has
been inflated. The inflated ball has the greater mass so students can conclude that gas is matter because it has mass and takes up space. Then students
consider how heating and cooling affect molecular motion in gases. They dip the mouth of a bottle in detergent solution and observe a bubble growing and
shrinking when the bottle is warmed and cooled. Students will learn that the attractions between gas molecules are so minimal that attractions can’t be used to
explain the behavior of gases like it can for liquids and solids. http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson5
Unit 1.2
Phases of
Matter
Other
Resources
A great refresher about the phases of matter: http://www.chem4kids.com/files/matter_states.html
Gas Law and Pressure Labs: http://www.chymist.com/Exps%20with%20a%20140%20mL%20syringe.pdf
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Unit 1.3 Elements, Compounds, and Mixtures, 3 weeks
Unit 1.3
Elements,
Compounds,
and Mixtures
Plans
Unit 1.3
Elements,
Compounds,
and Mixtures
Great lesson for grouping elements. Easy transition to the Periodic Table of Elements: http://betterlesson.com/lesson/622633/common-groups-of-elements
Teacher’s Lesson plans, labs, notes, homework. http://betterlesson.com/community/unit/15822/atoms-and-the-periodic-table You will need to create an
account.
Explore chromatography with your students by making a string of "light bulbs!" Students cut light bulb shapes out of coffee filters or filter paper and use watersoluble markers, pipe cleaners, and water to create a colorful display. http://sciencespot.net/Pages/classchem.html#Anchorhalls
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